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</o:shapelayout></xml><![endif]--></head><body lang=ES-MX link=blue vlink=purple><div class=WordSection1><p class=MsoNormal align=center style='margin-right:62.85pt;text-align:center;background:white'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>ICAE Virtual Seminar<o:p></o:p></span></b></p><p class=MsoNormal align=center style='text-align:center'><b><span lang=EN-US style='font-size:18.0pt;font-family:"Cambria","serif";color:#3939EF'>“Adult Education and Development: Post 2015”<o:p></o:p></span></b></p><p class=MsoNormal align=center style='text-align:center'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'><o:p> </o:p></span></b></p><p class=MsoNormal align=center style='text-align:center'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Some elements of our collective reflection so far<o:p></o:p></span></b></p><p class=MsoNormal align=center style='text-align:center'><b><span lang=EN-US style='font-size:13.0pt;font-family:"Cambria","serif";color:#3939EF'>Cecilia Fernández – ICAE Secretariat<o:p></o:p></span></b></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>It is 10 days already since we started this collective reflection that attempts to answer some questions about the post-2015 process and to share different views and proposals. We are more than 1050 people from all regions of the world participating in this virtual space. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>In an effort to synthesize some of the many things that have been said, and to gather this knowledge and opinions we share a partial preview of what was expressed so far.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>“Where are we now?” </span></b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>This is one of the questions that have guided the exchange and generated different reactions from different regional contexts and perspectives of analysis. We need to share a lot of information to participate in a strategic and collective way. But, as Heribert says, the<b> </b>opportunities and time for bottom-level-up debates are running very quickly. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>What then are the key issues for us in this debate? Alan suggests to start thinking about “how should advocacy energies be focused in the eighteen months before new targets are established?<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>And what energies can we draw for the longer journey of work beyond 2015 with youth and adults to create the other possible world to which we are committed? <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>It is clear that global targets are important</span></b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>, said Alan in his introduction to the virtual seminar. It appears to be a general agreement that a global goal is necessary, and some versions have raised, with slight variations in wording. But there is also a clear tendency to agree that a goal is not enough to move from rhetoric to action.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Ulrike informs that UNESCO has developed a “Position Paper on Education Post-2015”, which will be presented to Member States for discussion and consideration at the upcoming 194<sup>th</sup> Executive Board session in <b>April 2014.</b> In this paper, UNESCO advocates for a clearly defined, balanced and holistic education agenda which should take a lifelong learning approach, and recommends to its Member States that “Ensuring equitable quality education and lifelong learning for all by 2030” might be a suitable overarching goal<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>On the other hand, Werner Mauch, from UIL, affirms that the UNESCO Medium-Term Strategy 2014–2021 provides another promising perspective for the years to come. The Belen Framework for Action central message, that “the role of lifelong learning is critical in addressing global educational issues and challenges” seemed to be perfectly in line with the growing worldwide interest in lifelong learning and its relevance within education agendas. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>For UNESCO’s Education sector the strategic objectives formulated, include shaping the future education agenda, explicitly in order “to ensure that education remains a global priority beyond the 2015 target date, as a basic human right and as a prerequisite for peace and sustainable development”. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>A closer look at the proposed new development goals mentioned, Werner Mauch says, shows that three out of four indicators on the proposed Goal 3 (“Provide quality education and lifelong learning”) focus on children and formal education – only! And indicator no. 4 addresses the development of skills “needed for work” – only! Adult literacy as a field of necessary action is virtually absent. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><h1 style='margin:0cm;margin-bottom:.0001pt;background:white'><span lang=EN-US style='font-size:12.0pt;font-weight:normal'>The debate on the definition of the post-2015 development objectives is entering a critical phase expressed Ronald Cameron, and the possibilities of improving the objectives are becoming increasingly limited. He believes, that it is important to initiate a shift without delay, to start looking at the strategy for the post-2015 period, which will follow the adoption of the objectives.<o:p></o:p></span></h1><p class=Pa3 style='line-height:normal'><span lang=EN-US><o:p> </o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US>We must prevent the international movement on adult education, says Ronald, from focusing only on the post-2015 development objectives plan and from reducing its perspective to the vision of international institutions. The adult education movement must now begin to define the perspective of its action beyond 2015. This requires defining the political action of social movements in the States and in the field.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>“the past teaches us</span></b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'> …” is something to consider when developing strategies for action.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>A key conclusion of the EFA developments to date pointed Alan, is that EFA suffered from the separation of the MDG and EFA processes. For the collective voices of NGOs supporting EFA it has been a central demand that a single overarching education goal in the MDG/SDGs post-2015 be supported by an EFA mark 2, where the elements of the overall goal can be disaggregated, and monitored, and that UNESCO should have that responsibility.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Daniel states that as wide as a political space be, adult education will always have to fight to be included in policies, legislation and financing priorities.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>In this sense, too, Robert says that “we need to identify lessons from our past to inform our imaginations and strategies to influence the post-2015 education and development debates.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>A way to strengthen the always fragile place of adult education in the global agenda that the post-2015 agenda, says Daniel, will have to be explicitly and strongly linked with other instruments, like CONFINTEA VI and the next recommendation on the development of adult education.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>He thinks that the international adult learning community has another specific forum to advocate for the defense of the right to adult education: the actualization of the 1976 recommendation on the development of adult education. We could expect being consulted in the near future, he adds, regarding the place of adult education in the joined action plan to the next Agenda post-2015 that will be proposed, and on the newly Recommendation on the development of adult education that will be adopted. <o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></b></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The precise comment of Carol Añonuevo from UIL gives us clarity and provides information about the process that is underway. She informed that a draft revision of the 1976 Recommendation on the Development of Adult Education (RDAE) will be presented to the UNESCO General Conference in 2015 for approval and the Institute is now preparing a process to arrive at a revised RDAE. An expert meeting will be held next May, to be followed by an online consultation in June and a formal consultation process to Member States starting September. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Carol also affirms that the timetable of the revision of the 1976 RDAE is also coinciding with the Revision of the Recommendation concerning Technical and Vocational Education. The expert meeting in May will address the two Recommendations and therefore bring together experts in AE and TVET. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>“Education as a factor responsible of development- development as a factor necessary to achieve a good education”<o:p></o:p></span></b></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></b></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The presence of economists in the field of education is not new<b> </b>in the debate on the relationship between education and development<b>, </b>Sergio and Filomena affirm<b>. </b>They say that The World Bank's position, is clear when it comes to defining its role in the development agenda by focusing and reducing its efforts to learning aimed at the labor market and focusing on early childhood education. “The expansion of horizons” referred to in the article of King, aiming at promoting prosperity through learning, means economic prosperity and education as a tool available to the market. <o:p></o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>What are the alternative paradigms in and for education and development that transcend the limited orientation towards economic growth? asks Heribert.<o:p></o:p></span></p><p class=MsoListParagraph style='margin-left:0cm;text-align:justify;text-autospace:none'><span lang=EN-US style='font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Subscribing to a broader vision in order to promote the full exercise of citizenship implies for Ronald, <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>intersectoral approaches and partnerships between networks and social actors. “What encourages us in our commitment to the right to education for all, he says, is not the level of scholarship that an individual may acquire, but a prospect of developing a more just world with a full exercise of citizenship and the rights of the entire population”. “In a context of growing social stress, given the impacts of environmental change, the challenges of social justice intersect, more than ever, the path of action in favor of the right to education for all.”<o:p></o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Nélida, in turn, says a multidisciplinary and multisectoral approach is essential to overcome the causes of illiteracy, such as social injustice and unequal distribution of wealth in the continent.<o:p></o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>“Collective voices are better heard” <o:p></o:p></span></b></p><p class=MsoListParagraph style='margin-left:0cm;text-align:justify;text-autospace:none'><span lang=EN-US style='font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraph style='margin-left:0cm;text-align:justify;text-autospace:none'><span lang=EN-US style='font-family:"Times New Roman","serif"'>Heribert asks how can civil society at the national, regional, and international level get better involved in these debates, and thus support the efforts by ICAE and others?<o:p></o:p></span></p><p class=MsoListParagraph style='margin-left:0cm;text-align:justify;text-autospace:none'><span lang=EN-US style='font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>In this sense Alison asks herself where is ALE in the Caribbean today.<b> </b>The debate on adult learning and education in the Caribbean, she says, has been one of the best kept secrets to the general public within the Caribbean context. And she affirms that we need more voices represented in the Adult Education community. If we don’t have active Adult Education communities, we cannot participate. If we don’t participate, we will be left further and further behind. <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraph style='margin-left:0cm;text-align:justify;text-autospace:none'><span lang=EN-US style='font-family:"Times New Roman","serif"'>Where are the African civil society voices related to adult learning and education (ALE) in the global education debates asks Robert. And he affirms that collective voices are better heard, thus “The time is now to once again profess and declare our willingness and preparedness to network within and beyond our borders”. To conclude, he states that something has to be done and done differently for that matter.<o:p></o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The only way to achieve our goals, says Iqbal elSamaloty, is the continuous learning and learning for all using the comprehensive developmental approach including the (economic - cultural - social) aspects in addition to the full participation of the target group and the priority for the young and female actors as entrepreneurs, not as just recipient of the service.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=Pa3 style='line-height:normal'><span lang=EN-US>For Ronald, the challenge for the development of a culture of learning for all remains dependent on post-2015 mobilizations in different social occurrences. From this point of view, he thinks that it's not so much to internalize targets set by the UN, but to locate the strategy to develop an action aimed at social transformation within states. It is a question of moving beyond a minimalist vision of targets that will not be, indeed, easier to achieve. It is much more to develop a political battle that focuses on outcome indicators!<o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></b></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>To take into account<o:p></o:p></span></b></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Some of the elements and proposals that begin to be drawn from the inputs and comments <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>* An early task is to enumerate for each of the 12 universal goals proposed in the High Level Panel report just how adult learning makes a difference, backed ideally by hard evidence – and following the guidelines adopted by the OECD <o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>* to make an explicit and strong link with other instruments, like CONFINTEA VI and the next recommendation on the development of adult education.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>* Follow up of regional initiatives such as the Observatory of ALE in Latin America (EDULAC Portal) in partnership with the UNESCO Regional Office in Santiago, UIL, OEI, INEA in Mexico and CEAAL / ICAE for CONFINTEA VI, in order to establish parameters, compare data and promote a space for cooperation and coordination between the 33 Member States of the region<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>* Track and report how African union and other regional inter-governmental bodies are engaging in the Post-2015 official negotiations<o:p></o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>* </span></b><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Target decision makers not only from those Ministries responsible for adult literacy. “The plight of semi and unskilled workers who as human being deserve descent work terms and conditions, are often not included in our advocacy programs”<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>* speaking of "lifelong learning" could relieve from governments the obligation to promote specific policies and programs for realizing the right to education of all persons, as well as neglecting the importance of professionalism - training and working conditions - of educators working in this field of education. These two aspects would have to be incorporated into sub goals and indicators, in order to avoid those risks.<o:p></o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>* the use of inclusive language to make visible boys and girls, young men and women as well as adult people as another means for positioning the gender perspective and its inclusion in the agendas. The inclusion of gender in education, in a cross-cutting way, even if it is now included in some constitutions in the region (such as Ecuador and Bolivia), it is not included in education systems that have not adapted at all for these rights to be real and effective.<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The virtual seminar continuous, we still have many documents and comments to share! <o:p></o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>We invite and encourage you to continue thinking and acting together!<o:p></o:p></span></p><p class=MsoNormal style='text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Cecilia<o:p></o:p></span></p><p class=MsoNormal><span lang=ES><o:p> </o:p></span></p></div></body></html>